電大英語(yǔ)教學(xué)法模擬題

1、電大英語(yǔ)教學(xué)法模擬題 Information for the examinees：This examination consists of THREE sections. They are：Section ： Basic Theories and Principles (30 points, 20 minutes)Section ： Problem Solving (30 points, 50 minutes)Section ： Mini-lesson Plan (40 points, 50 minutes)The total marks for this examination are 10

2、0 points. Time allowed for completing this examination is 2 hours.You must write all your answers on the Answer Sheet. 注 意 事 項(xiàng) 一、將你的準(zhǔn)考證號(hào)、學(xué)生證號(hào)、姓名及分校(工作站)名稱填寫在答題紙的規(guī)定欄內(nèi)。考試結(jié)束后，把試卷和答題紙放在桌上。試卷和答題紙均不得帶出考場(chǎng)。 二、仔細(xì)閱讀題目的說(shuō)明，并按題目要求答題。答案一定要寫在答題紙的指定位置上，寫在試卷上的答案無(wú)效。三、用藍(lán)、黑圓珠筆或鋼筆答題，使用鉛筆答題無(wú)效。   Secti

3、on ： Basic Theories and Principles 30 pointsQuestions 1-15 are based on this part.Directions：Choose the best answer for the following questions and write your answers on the answer sheet.1. Among the factors affecting a lesson plan, which of the following is human factor? A. personality of the teach

4、er B. class size C. course requirement2. What should a required lesson plan look like? A. a copy of explanation of words and structures B. a timetable for activities C. transcribed procedure of classroom instruction3. When should the teacher issue the instruction? A. as soon as class begins B. when

5、students attention is directed to the teacher C. when class is silent4Which of the following arrangements of seats is most suitable for presentation?5. For better classroom management, what should the .teacher do while the students a doing activities? A. participate in a group B. prepare for the nex

6、t procedure C. circulate around the class to monitor, prompt and help6. Which of the following expresses instrumental motivation? A. I learn English in order to survive in the target language country. B. I learn English just because of interest. C. I learn English in order to get promoted in one'

7、;s position.7. Which of the following activities can best motivate junior learners? A. games B. recitation C. role-play of dialogues8. To cultivate communicative competence, what should correction focus on? A. linguistic forms B. communicative strategies C. grammatical rules9. Which of the following

8、 activity is most demanding? A. list what you can buy at a supermarket B. list what you can buy at a supermarket in five minutes C. list at least 15 things in you can buy at a supermarket in five minutes10. Which of the following activity is most productive? A. read the text and then choose the best

9、 answer to the questions B. discuss on the given topic according to the text you have just readC. exchange and edit the writing of your partner 11. To help students understand the structure of a text and sentence sequencing, we could use for students to rearrange the sentences in the right order. A.

10、 cohesive devices B. a coherent text C. scrambled sentences 12. The purpose of the outline is to enable the students to have a clear organization of ideas and a structure that can guide them . A. in the actual writing B. in free writing C. in controlled writing 13. tell you what you should use in or

11、der to produce accurate utterances. A. The descriptive grammar B. The prescriptive grammar C. The traditional grammar 14. The grammar rules are often given first and explained to the students and then the students have to apply the rules to given situations. This approach is called . A. deductive gr

12、ammar teaching B. inductive grammar teaching C. prescriptive grammar teaching15. It is easier for students to remember new words if they are designed in and if they are and again and again in situations and contexts. A. context, same B. context, differentC. concept, difficult Section ： Problem

13、Solving 30 pointsDirections：Five situations in classroom teaching are provided here. In each situation there are some problems. Firstly, identify the problems; Secondly, provide your own solutions according to the communicative language teaching principles. You must elaborate on the problem (s) and

14、solutions in about 50-70 words.Situation 1In a writing lesson, the teacher writes the topic "Environmental Awareness" on the blackboard, and then asks the students to write an essay of 150 words in half an hour in class. Half an hour later, the teacher collects the writings.Situation 2At t

15、he practice stage of a grammar lesson, the teacher designs an activity with multiple choice questions to practise the grammatical items the students learned. Situation 3At the production stage of a speaking lesson, the teacher divides the students into 6 groups to do the discussion. And then the tea

16、cher retreats to a corner of the classroom to prepare for the next activity.Situation 4In an oral class, a teacher asks students to answer questions. To ensure smooth progress of his lesson, he always asks the excellent students to answer questions.Situation 5In a reading lesson, at the while-readin

17、g stage, the teacher assigns some skimming tasks, but some students are consulting their dictionaries for new words and expressions. The teacher notices all this but pretends not to see. Section ： Mini-lesson Plan 40 pointsDirections： Read the following two texts carefully and complete the teac

18、hing plans.1. The following is an abstract from Senior , Student Book. Please design a teaching plan with the text.Write about a well-known person from Chinese history.Name of activity Objective(s) of the activity Type of the activity Classroom organization of the activity Teache

19、r's role Students' role Teacher working time Student working time Teaching aid(s) Predicated problem(s) Solution(s) Procedures1)2)3)2. The following is an abstract from Senior , Student Book. Please design a teaching plan with the text.Grammar Noun Clauses

20、as the Appositive The idea that computers will recognize human voices surprises many people.The possibility that the majority of the labor force will work at home is often discussed.Name of activity Objective(s) of the activity Type of the activity Classroom organization of the activi

21、ty Teacher's role Students' role Teacher working time Student working time Teaching aid(s) Predicated problem(s) Solution(s) Procedures1)2)3)   英語(yǔ)專業(yè)英語(yǔ)教學(xué)法(2)試題答案及評(píng)分標(biāo)準(zhǔn)(供參考)  Section ： Basic Theories and Principles 30 points共30分，每題2分1A

22、 2C 3B 4B 5C6C 7A 8B 9C 10B11C 12A 13B 14A 15BSection ： Problem Solving 30 points共30分，每題6分(找出問(wèn)題得3分，根據(jù)交際法原則提出合理的解決方案得3分，問(wèn)題和解決方案應(yīng)有50至70詞的闡述，并應(yīng)基本包括參考答案所涉及的要點(diǎn)。) 參考答案：Situation 1Problem： As the teacher asks the students to finish the writing task in class, it is better not to adopt such product-oriented

23、approach. Even using this approach the teacher should do more than just assigning the writing task. The teacher should help the students gather materials and generate ideas, monitor the writing process, and make sure students' writing are to the requirement.Solution： It is better to adopt the pr

24、ocess approach. If the process approach is adopted, there should be pre-writing stage, writing stage, revising stage and also rewriting. For example, the teacher uses a brainstorming activity to ensure good thinking on the part of the students. As there will be no good writing without good thinking.

25、 Activities can be designed for students to make an outline. And it is better for them to make two drafts. When the students finish the first draft, the teacher can give some suggestions for peer or group editing and then ask the students to write the second draft.Situation 2Problem： The activity do

26、es not practice the grammar but test it. Multiple choice questions are not suitable for the practice of grammar structures.Solution： Multiple choice questions can be used at the evaluation stage. For the practice stage, the teacher can design some mechanical practice. He can also design some semi-co

27、ntrolled activities, or activities involving real communication. It all depends on what kind of grammatical items are practiced.Situation 3 Problem： The role of the teacher in this activity is not appropriate as there is too little involvement of the teacher. Solution： In this activity, the teacher

28、should assume the role of designer, manager, prompter, assessor and also a source of help. While the students are working in groups, the teacher should be with the students to monitor the process and offer help when needed.Situation 4Problem： This kind of approach is not helpful for student particip

29、ation. According to the acquisition theory, only when there is enough participation, especially participation in productive activities, on the part of the learners can acquisition take place. If the teacher always flies with the excellent students, neglecting the poor ones, the poor students will ha

30、ve no chance to participate and by and by they will have no more interest and will withdraw completely from learning.Solution： The teacher can adopt some strategies to ensure equal nomination of students. He can also direct different questions to different students. If the excellent students put up

31、their hands too often, he can wait until no other students volunteer before he nominates the good students.Situation 5Problem：As it is a skimming task, the purpose is to train reading strategies, not understanding of individual words. There is no need to consult the dictionary for individual words i

32、n order to get the main idea of a material. If the words are important for understanding, the teacher can encourage the students to guess from the context.Solution：The teacher should encourage the students to learn to guess the meanings of new words from contextual clues. Strategies of dealing with

33、new words should be introduced to students. The teacher should demonstrate how to skim and tell them what they should do when they meet new words. If its common among students to look up new words in dictionaries, the teacher can ask the students to explain why they have to consult dictionaries. It

34、is necessary for the students to understand teachers instruction and know when to do what. Section ： Mini-lesson Plan 40 points共40分，每題20分兩題的評(píng)分標(biāo)準(zhǔn)相同，具體如下：Name of activity1分Objective(s) of the activity2分Type of the activity1分Classroom organization of the activity1分Teacher's role1分Students'

35、 role1分Teacher working time1分Student working time1分Teaching aid(s)1分Predicated problem(s)2分Solution(s)2分Procedures1) 2分2) 2分3) 2分下面教案僅作參考：1Name of activityPre-writing in writing about a historic characterObjective(s) of the activityTo learn about the primary skills of describing a person;To develop

36、a sense of purpose and a sense of audienceType of the activityDiscussing, writingClassroom organization of the activityGroup work, individualTeacher' s roleInstructor, promoter. assessorStudents' roleParticipantsTeacher working time3 minStudent working time10 minTeaching aid(s)No.Predicated problem(s)Students may write directly.Solution(s)Tell them what to do before writing-generating and organizing the ideas.Procedures1) Assign the work.The teacher explai